The use and value of 36 special accommodations for 171 disabled students enrolled in occupational education programs at 19 New York State two-year colleges were studied. Students were surveyed regarding the use/importance of various services/equipment using the Instructional Accommodations Inventory. The predominant type of disabled student was the mobility disabled (40%), followed by the multiply disabled (19%), and the hearing disabled (12%). The remaining 29% had visual, learning, emotional, and speech disabilities. Findings include the following: 1) the typical disabled student in the sample was over 21 years old, not employed, and enrolled full-time in day classes; 2) both males and females preferred business and office education; 3) time limits on exams was the most frequently reported instructional problem; 4) better notetaking skills was seen as a priority need; 5) most disabled students had never used many of the accommodations; 6) the accommodations with the highest percentages of use included extra personal help, tutors, and tape recorders; and 7) the accommodations given the highest ratings on importance were those with an interpersonal, or human contact, component. Appended are 1) a list of federal definitions of the handicapped, 2) the Instructional Accommodations Inventory, 3) definitions of instructional accommodations, and 4) a summary of student comments. (SEW)